Observational learning and the effects of model-observer similarity.

By M. Braaksma, Gert Rijlaarsdam, H. van den Bergh. 2002

181 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/34c6172a50ac1236392fe831979e16bcb2572fcf

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In Developmental and Educational Psychology

Citations in the corpus

Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives (2010, background): “…steps might all be relevant to incorporate in the cognitive schema, but the model could also be a peer student with a lower, equal, or higher level of performance than the learner, in which case the demonstrated procedure may contain errors (e.g., Braaksma et al. 2002; Schunk and Hanson 1985).”
Example-Based Learning in Heuristic Domains: A Cognitive Load Theory Account (2009, background): “Nevertheless, some experiments described in the preceding section included some prompts for self-explanation or example comparison—which can also be seen as a type of self-explanation—as “intrinsic” part of their successful example-based learning conditions (e.g., Braaksma et al. 2002; Gentner et ”
Observational Learning and Its Effects on the Orchestration of Writing Processes (2004, background): “Observational learning (i.e., learning from models) has been shown to be effective in the domain of writing ( Braaksma, Rijlaarsdam, & van den Bergh, 2002; Couzijn, 1995, 1999; Graham & Harris, 1994; Graham, Harris, & Troia, 1998; Schriver, 1992; Zimmerman & Kitsantas, 2002).”
Immediate and Delayed Effects of Using a Classroom Case Exemplar in Teacher Education: The Role of Presentation Format (2007, unknown): “In sum, similar to research that examined the effects of models on academic skills (Braaksma et al., 2002), the participants who were presented with a model teacher illustrating how to apply the learned principles into her practice were more likely to transfer the modeled strategies to their own…”
Peer reviewers learn from giving comments (2011, background): “This finding is consistent with previous research showing that students can learn by explaining wrong (or weak) examples (Braaksma et al. 2002; Gick and McGarry 1992; Siegler 2002).”
Toward an Instructionally Oriented Theory of Example-Based Learning (2014, methodology): “In some modeling studies, such as that of Braaksma et al. (2006), students were actually encouraged to deeply process and compare two examples—both a self-explanation and comparison activity.”
Learning from video modeling examples: Content kept equal, adults are more effective models than peers (2016, background): “In line with the MOS-hypothesis, however, Braaksma et al. (2002) showed more recently that secondary education students who had weak writing skills benefitted more from being instructed to focus on weak models who explained and demonstrated how to write an argumentative text (on video) than from…”
The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL (2010, background): “…such as individual or collaborative work but also (d) the interaction between instructional components and learner variables on the one hand (cf. Braaksma et al., 2002; Kieft, Rijlaarsdam, & Van den Bergh, 2008) and between learner variables, task features, group composition and interaction on…”